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Assignment 2
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Part1
person sees and interacts with the world and other people around them. ASD varies from
person to person depending on many unknown factors and depending on the severity of the
students diagnosis on the ASD spectrum. This means that approaches to students with ASD
must be approached at an individual level that accounts for the student’s specific needs and
how they engage. The lesson plan has been changed to account for Skye’s (scenario 2)
needs. Skye has not been diagnosed with ASD but has various needs that that must be
considered.
Focus areas for Skye are her social connections and possible impulse control and simplified
instructions. Skye sometimes leaves the class to unsupervised areas which could be Skye
having troubles with her surroundings and needing a quiet space to self-regulate. This is
common for with students with ASD for they often have issues with ignoring sensory input
resulting in over stimulation (Griful-Freixenet et al,. 2017). To this end the teacher should be
careful to not over stimulate Skye with audio and visual stimuli. This can make engaging
Skye more difficult for she likes music and art, thus audio and visual stimuli will be the best
way to engage with Skye. Skye also has antagonistic relationships with her peers, this can
stem from Skye having difficulties with social ques and what is and is not polite to say
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(Larry et al., 2008). To address this research into Skye’s art and music is to be done and
some trial and error approaches will have to be made to find the best fit for Skye. Included in
the lesson plan are adjustments throughout that should engage Skye while not over
stimulating her and allowing her to build on her social skills (Griful-Freixenet et al,. 2017).
Skye often rips up her own work which could be related to a common problem for students
with ASD which is verbal cues or reading and comprehension (Katz, 2015). The first area is
verbal cues which is a common area that students with ASD struggle to accurately
interoperate. This means that students with ASD find it more difficult to understand and
interpret verbal information without aids (e.g symbols) (Capp, 2017). The use of visual aids
can help with instructions or respond to behaviours useful tool. An example for Skye could
be cards (for example boardmaker) that represent Skye’s feelings and one for her calming
space or calming actions. With a set area/method for Skye to calm down she or the teacher
can use this card to ask or indicate that she needs to go to her calming place and self-
regulate. These cards can also be used to show her current emotion at the start of the class
and during the lesson. This means that the teacher can simply look at where the emotional
cards go and judge how Skye is doing. Though this practice will take some time to
incorporate it will allow Skye to gain a deeper understanding of her feelings and their effect
on her. These cards will allow the teacher and Skye to better communicate and understand
Skye’s emotions and actions. With these cards the teacher can ask for Skye to use her
calming space where she can decide to go or stay and try to self-regulate. For this program to
be successful these cards must be used at home and school using the exact same symbols
(Basham et al., 2016). For if Skye has different cards at home and at school she will get
confused and may not properly understand every card. These cards should be used regularly
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and at roughly the same time in every class. This use of cards after implementing the basics
Research has shown that students with ASD often find language to be confusing and prefer
pictures (Timler, 2013). This can result from learning difficulties (for example dyslexia) this
in turn could result in her not understanding the work and becoming frustrated and showing
that frustration. Though using pictures for Skye can be a double positive for it can help her
understand the content better while using stimuli that will engage her. To further help Skye
the activates have been broken down the activates into to five-minute blocks that should
allow Skye to not become over whelmed (Griful-Freixenet et al,. 2017). When incorporating
these five-minute blocks, the teacher can incorporate numbers that represent the activities for
the lesson. After each activity the teacher can remove a number allowing the students to see
that that activity is over and show how many transitions are left. From this the instructions
are broken down into smaller sizes with a focus on one specific task for example writing or
reading. Where the next task focus on the other aspect of the activity. For this lesson plan
mind maps are incorporated as a creative way for Skye to express herself (Mavrou &
Symeonidou, 2014). Though this may be difficult for Skye, she does have the option to
decline or be the one who creates the mind map for the class. This will allow her to engage
using a creative medium, with the use of spelling aids (internet or word).
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Skye has shown behaviours that indicate that she has problems with self-regulation. To
overcome this there should be a place that Skye can go to breath and self-regulate (Griful-
Freixenet et al,. 2017), built into the lesson. Over stimulation will often snow ball and thus a
quite area or process (two laps of the classes building, sand, calming actions, etc.) can be
used to self-regulate and avoid further incidents. This will allow for Skye to process the
stimulation without the need to process anything extra. This process is built into the lesson
plan at the half way point for it is easy to allow Skye to take a moment and self-regulate.
This though is an option that Skye can take for not every lesson she will feel the over
stimulated and the ability to choose is an important part of self-regulation and understanding
This lesson was modified based on observations and the use of Individualised Planning
Document website and complied into the Universal Design for Learning (UDL) framework
(Vitelli, 2015). This lesson plan was designed to test a range of different ways to present
information and modes for representation within the lesson. From this the teacher can work
on informal assessments and evaluate the lesson and the ULD framework. From this the
teacher can revaluate the Individualised Planning Document and UDL for an effective lesson
design.
To incorporate these changes and modifications into the classroom an understanding of UDL
is needed. The teacher must remember that the UDL framework is based on the principle that
every student is different and thus every student will learn differently and the same method
will not work on every student (Capp, 2017). Thus, how the teacher creates lesson plans
must allow for students to have the same opportunities to learn. This means that the teacher
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must create multiple means of representation, engagement and expression in every activity.
An example of this is when explaining the activity, the teacher represents this activity
visually while also explaining the activity verbally. This though can lead to over stimulation
for some students and thus focusing on the method that they understand the most and
ignoring the other method will allow for the student to access the education they deserve.
The principle behind UDL is to give every student equal opportunities to learn within the
education system. When this framework is done properly and effective students are able to
engage with the resources and support material that work with their strengths and support
their weaknesses (Katz, 2015). This is where multiple means of representation come into
play for students and teachers. For all students with ADS have different strengths and
weaknesses and thus will engage and disengage in different ways depending on the student.
Thus, providing students with different options will allow the students to choose the way
This then leads to multiple means of representing this information, this allows the students to
present the information they learnt in the mode they want. For example, Skye enjoys arts and
thus allowing her to create a digital mind map will allow her to represent the information in a
model that she engages with (Mavrou & Symeonidou, 2014). This allows for students to
learn based on their strengths and show their abilities while learning difficult concepts. This
will in turn allow for students to obtain a deeper understanding these concepts. These actions
will have a positive effect for other students who may have weaknesses with certain modes.
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The last principle of UDL is multiple means of engagement, this is closely related to the
other two principles. For if students are engaging with the content and represent the
information in an engaging way for them then they have engaged in the lesson. Though
student’s motivation and engagement vary depending on various factors (Johnson-Harris &
Mundeschenk, 2014). These factors are range from personality, culture, interest and previous
knowledge. Thus, providing multiple means of engagement allows for more relevance on
concepts and activities while allowing choices in activates and tools. For best practice the
students can participate and offer suggestions for what would engage them along with their
personal and class goals. This allows for personalisation and relevant context for the
students.
ULD allows the teacher to focus on the student’s strengths and what they can do. There are
three concepts of UDL, representation, expression and engagement. This allows the students
to understand the information in the medium that suits them. For this lesson Skye responds
to visuals and so they have been added to allow her to understand the information better.
This form of expression allows for the students to show what they learn in the style of their
choosing. During this lesson there are options for Skye to help create the classes digital mind
map where she can use her arts skills. Finally, there is engagement for every student engages
differently for the lesson plan art and creativity is used to engage Skye. ULD is not perfect
for it requires the teacher to constantly preform informal assessments and adjust the students
ULD plan depending on the student’s response to the stimulus. For every student being
different the teacher must try multiple styles to find what works best. Thus, Individualised
Planning Document can be used to generate ideas and best practices. This will allow for
multiple options for the teacher to try different approaches to find the best match for the
class.
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Part 2
Lesson Plan
Learning across the curriculum content Explicit subject specific concepts and tools
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Time Teacher Student
5 minutes Set up six transition numbers for the lesson. Come in and take books out.
Come in and settle students down. Check Skye’s emotion Engage in a discussion on
card (and recheck every five minutes). Have students go what slums are
over class room rules. Direct students to get books out and
start a discussion on what slums are:
Ask what is a slum?
What are the living conditions in slums?
Why do people live in slums?
Use Photos as stimulus material
5 minutes PowerPoint- revision – why people live in slums Write down information
10 Think Pair Share– Issues caused by rapid urbanisation Form pairs and brainstorm
minutes strategies
Have students discuss what issues are caused by Provide answers
Brake urbanisation
into two
activities’
Split/ change activity for the share part
Create a digital mind map on the board
Ask Skye if she wants to create a digital mind map
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Create a mind map
Ask Skye if she wants to create a digital mind map
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Reference List
Basham, J. D. & Smith, S. J. & Satter, A. L. (2016). Universal Design for Learning: Scanning
for Alignment in K–12 Blended and Fully Online Learning Materials. Journal of
education students with disabilities speaking out: perceived barriers and opportunities
of the Universal Design for Learning framework. Disability & Society, 32(10), 1627-
BD in a general education classroom: The case for Universal Design for Learning.
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Katz, J. (2015). Implementing the Three Block Model of Universal Design for Learning:
10.1080/13603116.2014.881569
Larry, J. Kortering, L. J. & McClannon, T. W. (2008). A Look at What Algebra and Biology
Students with and Without High Incidence Conditions Are Saying. Remedial and
Mavrou, K. & Symeonidou, S. (2014). Employing the principles of universal design for
10.1080/13603116.2013.859308
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